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DOCUMENT RESUME
ED 202 938 UD 021 386
TITLE George W. wingate High School Bilingual Program ESEATitle VII Final Evaluation Report, 1979-1960.
INSTITUTION New York City Board' of Education, Brooklyn, N.Y.Office of Educational Evaluation.
SPONS AGENCY Office of Bilingual Education and Minority LanguagesAffairs (ED) , Washington, D.C.
BUREAU NO 5001-42-07619PUB DATE 80GRANT 6007503684NOTE 69p.: For related documents, see ED 194 657, ED 199
368-375, ED 200 693-705, UD 021 377-378, UD 021380-381, UD 021 383-385, UD 021 436, and UD 021446-452. Some pages in appendices may be marginallylegible due to reproduction quality of originaldocument.
EDRS PRICE ME01/PC03 Plus Postage.DESCRIPTORS Academic Achievement: *Bilingual Education: *Career
Education: Curriculum Development: *English (SecondLanguage); Federal Programs: *French: *HaitianCreole: Haitians: High Schools; Program Descriptions:*Program Effectiveness: Program Evaluation
IDENTIFIERS Elementary Secondary Education Act Title VII; NewYork (Brooklyn)
ABSTRACTThis is an evaluation report of the fifth year )f a .
bilingual career education program, funded under Title VII andcarried out at George W. Wingate High School, Brooklyn, New York. Theprogram was designed to offer bilingual instruction and supportiveservices to the school's Haitian populatton, with the aim ofpre.aring these students to participate in mainstream social,economic, and political life. This report contains: (1) a descriptionof program objectives; (2) an outline of the instructional component,including descriptions of funding sources and discussions of the
--7 English instructional program, the French/Creole instructionalprogram, and mainstream courses: and (3) a review of the program'snoninstructional component, including curriculum development,supportive services, staff development, parental/communityinvolvement, extracurricular activities, and student response to theprogram. Also presented are a description of assessment instrumentsand procedures and the results of student achievement tests. Programstrengths are concluded to have been staff dedication and thedevelopment of French curriculum materials. weaknesses are describedas conflict over the amoant of English instruction, lack of paRentparticipation, lack of Creole language materials, lack of a bilingualcounselor, and poor articulation between the bilingual program andother school departments. Appended to the report are copies ofcurricular and other materials produced by the program. (GC)
************************************************************************ Reproductions supplied by BDRS are the best that can be made *
* from the original document. *
***********************************************************************
FINAL EVALUATION REPORT
ESEA Title VII
Grant Number: 6007503684
Project Number: 5001-42-07619
GEORGE W. WINGATE HIGH SCHOOL
BILINGUAL PROGRAM
1979-1980
Principal: Dr. Robert Schain
Coordinator: Mr. George Adamovitch
Prepared By The
BILINGUAL EDUCATION EVALUATION UNIT
Ruddie A. Irizarry, Manager
Judith A. Torres, Evaluation SpecialistJohn Webb, Consultant
Frank O'Brien, Ph.D., Consultant
NEW YORK CITY PUBLIC SCHOOLSOFFICE OF EDUCATIONAL EVALUATIONRICHARD GUTTENBERG, ADMINISTRATOR
TABLE OF CONTENTS
PAGE
I. PROGRAM DESCRIPTION 1
Demographic Context 1
Program Participants 3
Program Description 4
II. INSTRUCTIONAL COMPONENT t 6
...
Funding 6
English Instructional Program 9
French/Creole Instructional Program 9
Mainstream Courses 11
III. NON-INSTRUCTIONAL COMPONENT 13
Curriculum Development 13
Supportive Services 15
Staff Development 16
Parental/Community involvement 18
Extracurricular Activities 19
Student Response 20
IV. ASSESSMENT PROCEDURES AND FINDINGS 21
V. CONCLUSIONS AND RECOMMENDATIONS 36
VI. APPENDICES 40
LIST OF TABLES
PAGE
TABLE I Instructional Component by Funding Source 7.
TABLE II Components of Bilingual Instructional Program 8
TABLE III Mainstream Courses 12
TABLE IV NonInstructional Component 13
TABLE V Results of the CREST Reporting the Number andPercent of Objectives Mastered (Fall) 24
TABLk, VI Student Performance on the CREST by Test Leveland Grade 25
TABLE VII Results of the CREST Reporting the Number andPercent of Objectives Mastered (Spring) 26
TABLE VIII Student Performance on the CREST by Test Leveland Grade 27
TABLE IX English Reading Achievement 2B
TABLE X Native Langauge Reading Achievement 29
TABLE XI Mathematics Performance 31
TABLE XII Science Performance 32
TABLE XIII Social Studies Performance 33
TABLE XIV Native Language Arts Performance 34
TABLE XV Attendance Rates 35
GEORGE W. WINGATE HIGH SCHOOL
BILINGUAL PROGRAM 1979 - 1980
Location: 600 Kingston Avenue, Brooklyn, New York
Target Language: French/Creole
Year of Operation: 1979-1980, Fifth Year
Number of Participants: 302 students of Haitian origin
Principal: Dr. Robert Schain
Project Director: Mr. George Adamovitch
I. PROGRAM DESCRIPTION
Demographic Context
George W. Wingate High School is located in a section of Brooklyn
where the population is predominantly low-income and minority families-:Blacks,
Hispanics, and Haitians. Prior to 1970, Wingate was torn with racial strife,
but since that time there has been a nearly complete turnaround to an atmosphere
of general calm. The social and economic conditions which can spark unrest are
still present, as are potential rivalries between "natives" and "foreigners"
or within the ethnic groups themselves, but there have been few outbreaks in
recent years. Wingate High School has been the subject of numerous articles in
such publicatiors as the New York Times, New York Magazine, and The Executive
Eaucator which have all sought to explain its successful operation. They have
pointed to the presence of strong leadership working'in concert with an energetic
and dedicated staff to produce tranquility and quality education. These qualities
are apparent to anyone visiting the school.
Wingate's location is ideal for an educational program for Haitian
students. Brooklyn Las one of the largest concentrations of Haitians in the
()
Northeast. Exact population counts are hard to obtain for a variety of reasons.
Many Haitians are counted as Blacks or Hispanics, and a'large number of Haitian
immigrants (perhaps as high as 50%) are illegal aliens who are forced to main-
tain a low profile. In 1972, the Haitian population of the City of New York
was estimated at 336,000, but a recent estimate of the population of Brooklyn alone
was reported to oe in excess of 400,000. The result is that Wingate High
School has a Haitian student population of nearly 700, one of the largest in
the city. This number is likely to increase over the next few years as
emigration from Haiti continues, and as immigrants marry and raise families.
Nearly half of the approximately 700 Haitian students in Wingate's
student population of nearly4,000.re eligible for participation in its bi-
lingual education program. There are also 225 Hispanic students of which 125
are eligible for bilingual education, and as well as a few students of limited
English proficiency from various other national and linguistic minorities.
The Haitian student population of Wingate)'s a representative cross
section of Haitian society. Some students are fluent speakers of French who
received an education in Haiti equivalent in number of years t3 that of United
States-born children. Other students have had limited exposure to schooling
in Haiti and are, for the most part, Creole monolinguals. The illiteracy rate
in Haiti is very high and quality of education in its numerous kinds of schools
is varied. These factors are apparent at Wingate.
Haiti's history as the first Black Republic in the world has given its
people a sense of ethnic identity which differs from that of American Blacks,
a fact that can easily give rise to conflict born of mutual misunder-
standing. The educational system in Haiti differs in structure and in-
structional methods from that of the United States. The relations between
parents and the schools are not as direct and open as they are in this
country, and education is not as readily available to all. These differ-
ences often combine to create problematic situations for the students and
their families as they attempt to adjust to their new environment, and for
educators as they endeavor to help them make the transition.
While Haitian students have not been responsible for any vandalism
or serious disturbances in the school recently, it is widely felt that
their behavior is inappropriate. According to program and mainstream
staff members, the students seem to be loud, talkative, and somewhat
disruptive, making it difficult-for teachers to work with them. School
officials and teachers must be cautioned, however, in their interpretation
of this behavior. The Haitian child has experienced a school situation
in Haiti which was much more restricted than it is in United States schools.
When they observe the behavior of U.S. students, these children may confuse
freedom with license to act out impulses. The Haitian child does not wish
to stand out as different, so he/she may imitate the behavior of American
children, an imitation that is often inaccurate.
Program Participants
The target population served by the bilingual program during 1979-80
consisted of 302 Haitian students whose selection was determined based on
counselor interviews and on scores received on the Language Assessment Bat-
tery (LAB). The LAB tests for placement in 1979-80 were given in
the Spring of 1979, and again during the second week of the new school year
for all new entrants. The bilingual department reviewed all the students'
scores. Those falling below the 21st percentile and judged most in need of
bilingual education by the counselor were selected for participation in the
. bilingual program.
The LAB tests also revealed that 125 Hispanic students were eligible.
They received English as a Second Language and Native Language Arts instruction
in the tax levy and Title I programs, but they did not receive bilingual ed-
ucation as there was no Spanish program in operation. Members of the bilingual
staff, however, worked closely with content area teachers to provide some
instruction and materials in their native language.
Program Description
The George Wingate Bilingual Career Education Program was designed to
offer bilingual instruction and supportive services to participating students
with the aim of preparing them to participate in mainstream social, economic,
and political life.
The school year 1979-1980 was the fifth year of funding of the Wingate
bilingual program. The program was originally designed to focus on career
education. In 1977, because of community concern and budget restraints, the
orientation of the program was changed to a content area focus.
The following remain the objectives of the program:
1. To answer the needs of the Haitian students to learn and develop
occupational skills which are presently in demand in industry and
business;
2. To develop these skills to a capacity equivalent to that of their
English-dominant peers;
3. To raise the level of self-esteem of the youngsters in question,
with regard to pride in being both bilingual and bicultural;
4. To answer the need of the Haitian students to function with
competence and confidence in English, both in and out of the class-
room setting, through improvement in their English language ability;
S. To make classroom instruction meaningful enough to students of
limited English speaking ability so that they will attend classes
regularly, with a minimum of cutting and dropping out because of
obstacles to comprehension of content.
The bilingual education program at Wingate High School is an auto-
nomous entity. At the same time, the program is an integral part of the total
school environment. Content area teachers are member of their respective
mainstream departments, teacher and staff share equipment, classrooms, and
responsibilities, and the bilingual students are eventually placed in main-
stream academic programs.
In many schools, bilingual teachers are seen as a threat to mainstream
teachers, and mainstream teachers are often so busy with their own students
that they fail to acquaint themselves sufficiently with the bilingual prcgram
and its students. Although there has been improvement in this regard at
Wingate High School where bilingual teachers are now experiencing considerable
cooperation and positive attitudes from mainstream staff members, the bilingual
staff still feels somewhat estranged. They indicated that mainstream teachers
are not very supportive of the bilingual program. Some felt that mainstream
teachers are afraid of the Haitian students, that they have little interest
in the bilingual program, and that they do not provide the same level of
assistance to Haitian students as they do to those in the mainstream.
II. INSTRUCTIONAL COMPONENT
Students' participation in the bilingual program is determined by
counselor recommendation and score on the LAB. Students in the program who
are deemed qualified by their teachers take courses in the mainstream. These
are courses required for graduation and/or electives for which no instructional
resources are available in the native language.
Mainstreaming takes place when students attain above the 21st
percentile on the LAB. During the 1979-1980 school year, 5 students were
fully mainstreamed, 10 students were removed from the program by parental
option, and 10 left because they were unwilling to continue.
Funding
Table I gives a summary of the personnel involved in the instructional
component of the bilingual program by funding source.
TABLE I
W
Instructional Component
Instructional Funding
Component Source(s)
by Funding Source
Number of Personnel:
Teachers Paras
E.S.L. Title I 3 2
READING (ENG.) Tax Levy 3 0
NATIVE LANGUAGE Tax Levy 2 0
Title VII - 1
MATH Tax Levy 1
SOCIAL STUDIES Tax Levy 1 0
Title VII - 1
SCIENCE Tax Levy 1
vo
1
The bilingual program includes grade levels 9 through 12, taught
in graded groups, with individual instruction and extra help given by the
teacner or the paraprofessional whenever possible. Students receive instruction
during the regular school day, starting at 8:10 A.M. and ending 2:25 P.M.
Each class period lasts 40 minutes, for a total of five periods per course
week.
TABLE II
Components of Bilingual Instructional Program
USED FOR
LANGUAGE WHAT PERCENT OF-
COMPONENT OF INSTRUCTION CLASS TIME? TEACHERS PARAS
ESL English 100% 3 2
Native Lang. French 100% 2
Mathematics Creole/French /English 75%/5%/20% 1 1
Social Studies Creole/French/English 40%/40%/20% 1 0
Science Creole/French /English 40%/40%/20% 1 1
-8-
English Instructional Program
English as a Second Language instruction is given at 6 different
levels, including a transitional course prior to mainstreaming. Students
receive one period of English backup in the mainstream program each day. Two
periods of ESL daily have been strongly recommended for a long time, but the
administration has not offered it.
ESL instruction has been a controversial component of the bilingual
program for a number of years, In 1978, the students revolted and staged a
demonstration calling for less ESL. Students' resistance to ESL has been
reportedly due to the fact that they often pass the English backup course
while failing ESL, or because they receive passing grades in mainstream
English classes even though their.English skills are clearly deficient. Lead-
ers of the Haitian Club have complained that enrollment in ESL classes
causes them to lose valuable content course time in French. The administra-
tion has reportedly been told that the Haitian parents want less ESL, but it
is not clear as to whether the school is hearing a representative voice.
This appears to be an area which poses a challenge to the program and school
administration, where educational decision-makers and representative parents
would profit by mutually clarifying their objectives and coming to an
understanding of their aims and differences (see recommendations).
French/Creole Instructional Program
Students receive instruction in native language arts, mathematics,
science, and social studies. The Regents curriculum is used for all the
classes, and is supplemented, whenever possible, by materials developed in
the native language by the staff. There is orc teacher for each subject,
and each teacher is supervised by the respective content area department
chairperson. Mathematics and science teachers are each assisted by one
paraprofessional from the Title VII program.
French, Creole, and English are the languages of instruct;on, but
Creole is used most extensively because a majority of the stuaents,particularly
at the beginning levels, are Creole dominant. Language use varies from class
to class and teacher to teacher depending upon the nature of the materials
being used, the type of activities, and the degree of student comprehension.
Observations of math, science, and social studies classes revealed an excellent
student-teacher rapport and a genuine interest in helping students to develop
their linguistic and content area skills.
The language dominance of the students, and the unavailability of
sufficient native language materials makes the question of language use in
the classroom a complicated one. Teachers are indeed trilingual, and,
throughout. the lessons observed, showed an acute sensitivity to the students'
linguistic needs. In the social studies class, students were given a review
test in English. They read the test while the teacher translated it orally
into French. When questions arose, Creole was ofteq used in explaining or
clarifying points. The method was systematic, well planned, and seemed to
allow for student comprehension and growth. Such a systematic approach was,
however, not apparent at all times in all of the classes. Instead of con-
sistent language use, there was frequently a mixture of languages-- French,
English, and Creole--with one spoken on the heels of the other. This situation
may lead to confusion on the part of the students who are continually forced
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10
to make rapid shifts from one language to the other.
Creole monolingual students are provided with extra help from the para-
professionals. Their work with these students is truly outstanding. This
extra measure of assistance gives students greater self-confidence and enables
them to achieve at a level nearer to that of the rest of the class. The
program next year calls for the creation of a program for Creole monolingual
students, and this should prove to be of much help.
Mainstream Courses
"t
On the basis of the recommendation of their teachers, bilingual program
students take courses in thz mainstream, including advanced English courses,
Regents science courses, and academic and vocational electives. Table III
shows the range of mainstream classes taken by program students.
TABLE III
Ma:Istream Courses
TOTALNUMBER OF
TOTALNUMBER OF
SUBJECT STUDENTS SUBJECT STUDENTS
Business Math (Non Regents) I Algebra I Honors I
Business Math I (Regents) 1 Intermediate Algebra I 5
Business Typing I & II 3 Intermediate Algebra II I
Office Machines I 3 Woodwinds I 10
English 2 6 Woodwinds II I
English 4 7 Brasswinds II I
English 6 7 Voice Training 2
English 6H I . Sign Painting I
English 8 18 Wood I (Basic
English Basic Competency 18Cabinetry} I
English 7 8Applied Science I 3
English Basic Skills II General Science I 3
Business English 2 General Science II I
English Structured Grammar 29 Biology Regents 2
Physical Education 173 Biology Regents II I
Hygiene 27 Chendstry Regents I 2
Art Survey 12 Western Civilization I I
Ceramics 5 American Studies I 4
Automotive 1 2 American Studies II 3
Sewing 12 Economics 13
Jewelry Making 4 Caribbean Culture 9
Basic Competency Afro-American History 1
Math 26Minorities in American
Algebra I 2 Life
Algebra 2 4 Sociology-12-
III. NON-INSTRUCTIONAL COMPONENT
Table IV presents an overview of the non-instructional component
of the Wingate bilingual program.
Activity
TABLE ITV
Non-Instructional Component
Funding Source
CURRICULUM DEVELOPMENT Title VII
SUPPORTIVE SERVICES
STAFF DEVELOPMENT
PARENTAL AND COMMUNITYINVOLVEMENT
Curriculum Development
Title VII
Title VII
Title VII
Personnel Providingcervices
--(Timber and TIIIT
Resource Specialist4 Curriculum Specialists
1 Educational Asst.
1 Guidance Counselor1 Family Asst.
1 Project Director
1 Project Director1 Guidance Counselor2 Curriculum Specialists
1 Educational Assistant
Curriculum materials for bilingual courses were prepared by three
Educational Assistants, two Curriculum Specialists, and one Resource
Specialist in the Title VII program. The materials were written in French
or French/English, and to a limited extent in Creole. Materials consisted
of translations and adaptations from English language texts and audio-
visual materials as well as teachers' lesson plans that had been used in
previous years.
The materials developed by the staff during the 1979-80 school
year are listed below:
I. General Science I - French/English text and activities book was
finished and proofread. It is now being printed by the Wingate High
School Industrial Arts Department for use in the fall. (Sample
included in Appendix A).
2. Algebra I - French/English lessons and activities.
3. Western Civilization I - Lessons adapted in French from the
Milliken texts and transparencies.
4. American Studies I - Entire course of study has been prepared in
French. It still needs proofing and typing for use in classes.
(Sample included in Appendix it); Lessons adapted in French from the
Milliken texts and transparencies.
5. Basic Math Skills - Complete course text plus activities have
been prepared in French. It still needs proofing and typing for use
in classes.
The members of the bilingual office staff are to be congratulated
and praised for their efforts in creating materials in French for class-
room use. Scarcity of materials for Haitian students has necessitated
their development in the schools themselvelOand this challenge has been
met at Wingate. One could point specifically to the work of the Educa-
tional Assistant who has prepared materials,in Western Civilization and
American Studies. They are of high quality and should be made available
to French bilingual programs throughout the country.
-14-(.1
It is unfortunate that the staff involved with materials preparation
are also required to have cumbersome clerical and supervisory responsibilities
which take up valuable time that could be devoted to materials development. In
many instances, because of lack of time and secretarial assistance, they cannot
be properly duplicated or prepared for classroom use when needed.
Supportive Services
The bilingual staff maintains contact with parents via letters sent
from the bilingual department to keep them informed about the program and
their children's progress in school (sample includes in appendix C).
The guidance counselor housed in the guidance departments provides
group and individual counseling for all students in the bilingual program.
Counseling sessions are devoted to."such matters as program planning and
scheduling, college and job counseling applications, as well as personal
matters that may arise. It should be noted, however, that the guidance
counselor is not conversant in French/Creole. There is a peer tutoring
program after school for students in need of assistance with their con-
tent area courses. In addition, the staff of the bilingual office is
always available to help students with their work, and to discuss problems
they may have at home or in school Students avail themselves of this
opportunity on a regular basis.
The smooth integration of the bilingual program with the school
guidance department is an important aspect of the school-program relationship.
The bilingual and guidance departments working together can facilitate
scheduling procedures, advisement, college and career orientation, and provide
needed counseling for their students while they are adjusting to life in a new
country. The members of the bilingual staff are acutely aware of this need,
-15-
yet it mast be said that guidance has been a source of some conflict at
Wingate. From the point of view of the bilingual department, guidance has
not been particularly cooperative. From the guidance point of view, the bilingual
department has not offered resources that would enable the guidance counselor
to work more efficiently and effectively. The guidance department requires
information about Haitian students' general background and insights to the kinds
of needs and concerns as they are expressed by the students, their parents, and
the teachers. Such information has, apparently, not been readily available.
There are scheduling conflicts, student failures in mainstream classes, behavior
problems, program planning for advanced students, and intragroup rivalries that
are in need of investigation.
Staff Development
The entire staff of the bilingual program participated in a series of
eight workshop sessions at the Wingate Teacher Training Institute from October
through December, 1979. The workshop sessions dealt with the following topics:
Session I
Objectives: 1. To learn the basic requirements of bilingual education.
2. To learn how the Office of Bilingual Education monitorsand provides technical assistance for bilingual programsin our schools. .
Session II
Objectives: I. To learn
2. To learnlicenses
Session III
how bilingual personnel are selected.
requirements and job possibil4ties for bilingualin bilingual and mainstream teaching positions.
Objective: 1. To develop expertise in preparing curriculum materials forbilingual students.
Session IV
Objective: I. To learn methods of improving the image of bilingualprograms in our schools.
Session V-VI
Objectives: I. To improve techniques of instruction for the bilingual classroom.
2. To view video taped bilingual lessons for discussion and
evaluation.
3. To develop expertise in preparing audiovisual materials forbilingual pupils.
Session VII
Objective: I. To learn methods of involving students and parents inbilingual education programs.
Session VIII
Objectives: I. To"evaluate the Btlingual Workshop Sessions.
2. To outline areas of implementation.
The entire staff also attended regular meetings scheduled-weekly or biweekly
by the Principal and/or the Project Director.
Three teachers took graduate courses at New York area universities:
Teachers College,Columbia University
Long Island University
Brooklyn College
Advanced Spanish GrammarCultural Traditions of
Latin AmericaEducational Administration
(2 courses)
Guidance Counseling (4 courses)
MathematicsScience
Staff members also attended conferences at Fordham University and a
New York State workshop on Chapter 720 proposals. The Project Director
attended the NABE Annual Conference, the Conference for Bilingual Project
Directors, and was a speaker at a conference on bilingual education at Fordham
University.
Parental/Community Involvement
School-community relations are essential for the success of any bilingual
program. A school must know how its community feels, and-must be responsible
for keeping its community informed. In Haiti, parents send their children to
school leaving the child in the teacher's hands. There is no P.T.A., and parents
have minimal influence in the school's affairs. In the U.S., educational programs
are designed with parents in mind to insure that the needs and desires of the
community are met. Haitian parents, as a whole, are often unaware that their
input is not only allowed, but desired and necessary.
At Wingate, there is an acute awareness of the need to communicate with
parents and the community, and efforts have been expended to address this need.
Individual members of the bilingual staff have assumed responsibility for
providing the liaison between the school and community. These individuals are
participants in local organizations and activities in the Haitian community served
by the school.
School activities and meetings sponsored by the bilingual program were
announced in the Haitian newspaper Haiti Observateur and Kay the magazine
published by program students which was mailed to other city schools housing
Haitian programs (Sample copy in Appendix E).
A Parents Advisory Council was formed, but it was not successful.
Now the Council that exists is made up of community members rather than parents.
Plans for next school year call for greater involvement with parents.
Despite the attempts to address these needs, it has been pointed'out
in all quarters that there simply is not enough school-community contact at this
time. In fact, the school's relationship with the community has been described
as a "running battle." Parental attendance at meetings is minimal, and letters
to parents often go unanswered. The decision to reduce the number of ESL classes
was supposedly made in response to community demands, and yet the staff members
and the principal question whether it was done in response to the voice of the
community or the voice of vocal special interest groups. The lack of communication
is perhaps evidenced by the confusion over ESL. It seems to be a concensus of
opinion that the program should reflect the needs of the community, but no one
seems to know whether the real voice of the community is being heard. Itaso
appears that the individual staff members who provide the informal liaison be-
tween the community and the school may be hearing biased opinions that do not
reflect the actual feelings of the community as a whole.
Extracurricular Activities
In addition to the activities sponsored by the school, the bilingual
program offers a program of extracurricular activities. There is a Haitian Club
composed of approximately 30 students which elects officers, provides a political
and social voice for the students, and assists in planning extracurricular
events. There was a Christmas party for students, parents, and teachers which
was attended by nearly 130 people. The Club also sponsors volleyball and
soccer teams.
Student Response
Student response to the program may be observed in a variety of
ways. Attendance on the part of Hiitian students enrolled in the program
was excellent. While average daily school-wide attendance was 70%, the average
for students in the bilingual program was 95%. There were less than five sus-
pensions for minor incidents, and there was less than a 1% school dropout rate
among program participants.
This year students of the bilingual program were recipients of Regents,
UFT, and private scholarships to such universities as Columbia and Adelphi.
IV. ASSSESSMENT PROCEDURES AND FINDINGS
The following section presents the assessment instruments and procedures,
and the results of the testing.
Assessment Procedures and Instruments
Students were assessed in English language development, growth in
their mastery of their native language, mathematics, social studies and
itience. The following are the areas assessed and the instruments used:
English as a Second Language
Reading in English
Reading in French
Mathematics Performance
- - Criterion Referenced English SyntaxTest (CREST), Levels I,II, III
-- Stanford Achievement Test, (TotalReading), Primary Level III
-- SRA Test de Lecture (TotalReading), Level II
- - Teacher-made Tests
Science Performance -- Teacher-made tests
Social Studies Performance -- Teacher-made Tests
Native Language Arts Performance -- Teacher-made Test
Attendance -- School and Program records
The following analyses were performed:
A) On pre/post standardized tests of English and French reading
achievement statistical and educational significance are reported:
1) Statistical Significance was determined through the appli-
cation of the correlated t-test model. This statistical
analysis demonstrates whether the difference between pre-
test and post-test mean scores is larger than would be ex-
pected by chance variation alone; i.e. is statistically
significant.
This analysis does not represent an estimate of how students
would have performed in the absence of the program. No such
estimate could be made because o/ the inapplicability of
test norms for this population, and the unavailability of
an appropriate comparison group.
2) Educational Significance was determined for each grade level
by calculating an "effect size" based on observed summary
statistics using the procedure recommended by Cohen.1
An effect size for the correlated t-test model is an esti-
mate of the difference between pre-test and post-test means
expressed in standard deviation units freed of the influence
of sample size. It became desirable to establish such an
estimate because substantial differences that do exist fre-
quently fail to reach Statistical significant: if the number
of observations for each unit of statistical analysis is small.
Similarly, statistically significant differences often are
not educationally meaningful.
Thus, statistical and educational significance permit a more
meaningful appraisal of project outcomes. As a rule of thumb,
the following effect size indices are recommended by Cohen
as guides to interpreting educational significance (ES):
a difference of 1/5 = .20 = small ES
a difference of 1/2 = .50 = medium ES
a difference ^f 4/5 = .80 = large ES
1Jacob Cohen. StatisticalPowerArieBehavioralSciencel(Revised. EdifT507New or : a em c ress, apter
-22-
B) On the Criterion Referenced Eng'-Lsh Syntax Test (CREST) informa-
tion is provided on the number of objectives attempted and Mat-
tered, the percentage of objectives mastered versus those attempted,
and the number of objectives mastered per month of treatment.
Information is also provided on student performance on the various
test levels. Mastery rates are reported by semester for two units
of instruction times: by day and by month. Instruction (treat-
ment) time is Wined as the period of classroom instruction that
occurred between pre- and post-testing which is,conducted each
semester. The maximum treatment time, as defined, is 63 days
or 3.2 months (assuming that 20 days comprise one month, on the
average).
C) The results of the criterion referenced tests in mathematics,
social studies, science and native language arts are reported
in terms of the number and percent of students passing teacher-
made tests.
4) Information is provided on the attendance rate of students
participating in the bilingual program, compared with that of
the total school population.
The following pages present student achievement in tabular form.
TABLE V
English as a Second Language
FALL
Results of the Criterion Referenced English Syntax Test (CREST)Reporting the Number of Objectives Mastered, Percent Mastered,
and Objectives Mastered Per Day and Per Month.
GradeII of
Students
Average # ofObjectivesAttempted
Average I ofObjectivesMastered
%Mastered/Attempted
AverageDays ofTreatment
Average* Months of
Treatment
ObjectivesMasteredPer Day
ObjectivesMasteredPer Month
9 38 9.47 5.26 56% 54.16 2.71 .10 2.0
10 29 7.59 4.59 60% 54.79 2.74 .08 1.6
11 9 7.67 5.00 65% 57.00 2.85 .09 1.8
12 11 4.64 3.18 69% 60.09 3.00 .05 1.0
Totals 87
*
8.05 4.75 59% 55.41 2.77 .09 1.8
Instructional time between pre- and post-testing.
Fall CREST results for combined test levels revealed that the total group attempted 8.05 and mastered 4.75
objectives (59%) on the average. The mastery rate for time of instruction was 1.8 objectives mastered per
month of treatment. Greater than 1 objective was mastered per month of instruction; hence, the stated
evaluation objective was met and substantially surpassed in most grades.
2 .s .
-24-
%SU
TABLE VI
English as a Second Language
FALL
Student Performance on theCriterion Referenced English Syntax Test (CREST)
A Beakdown by Test Level and Grade.
GradeI of
Students
LEVEL I LEVEL II LEVEL III
PercentAttempted Mastered Mastered
PercentAttempted Mastered Mastered
PercentAttempted Mastered Mastered
9 38 331 181 55% 21 14 67% 8 5 63%
10 29 151 89 59% 37.
24 65% 32 20 63%
11 9 - -- __ a OP.* 32 22 '9% 37 23 62%
12 11 4 4 100% ,- -- - -- 47 31 66%
Totals 87 486 274 56% 90 60 67% 124 79 64%
The grade and test level crosstabulation for Fall CREST results revealed that lower grade students functioned
primarily on the lower test levels, and upper grade levels functioned primarily at the advanced level (III).
Good mastery rates were evident at all grade levels for each grade level.
3'
TABLE VII
English as a Second Language
SPRING
Results of the Criterion Referenced English Syntax Test (CREST)Reporting the Number of Objectives Mastered, Percent Mastered,
and Objectives Mastered Per Day and Per Month.
GradeI of
Students
Average # ofObjectivesAttempted
Average # ofObjectivesMastered
%Mastered/Attempted
Average
Days of *Treatment
Average
Months ofTreatment
Objectives
MasteredPer Day
ObjectivesMasteredPer Month
9 36 8.72 4.72 54% 57.00 2.85 .08 1.6
10 27 8.15 4.74 58% 54:52 2.73 .09 1.ft
11 6 7.67 5.00 65% 53.00 2.65 .09 1.8
12 4 6.75 5.00 74% 61.50 3.08 .08 1.6
Totals 73 8.32 4.77 57% 56.00 2.80 .09 1.8
*Instructional time between pre- and post-testing
1
Spring CREST results for combined test levels revealed English language achievement very similar for rail
CREST results. The evaluation objective was met and substantially surpassed in each grade level. Objectives
mastered per month of instruction ranged from 1.6 (grades 9, 12) to 1.8 objectives (grades 10,11).
333,)
TABLE VIII
English as a Second Language
SPRING
Student Performance on theCriterion Referenced English Syntax Test (CREST)
A Beakdown by Test Level and Grade.
Grade4 of
Students
LEVEL I LEVEL II LEVEL IIIPercent
Attempted Mastered MasteredPercent
Attempted Mastered MasteredPercent
Attempted Mastered Mastered
9 36 187 88 47% 117 78 67% 10 4 40%
10 27 19 6 32% 143 76 53% 58 46 79%
11 6 -- -- 13 6. 46% 33 24 73%
12 4 -- _ - 9 7 78% 18 13 72%
Totals 73 206 94 46% 282 167 59% 119 87 73%
The grade and test level crosstabulation for Spring CREST results revealed a shift in test level at
which students were primarily functioning when Spring results are compared with Fall results. The
mastery rates for students at the upper test levels were generally superior to mastery rates at the
lower test levels. On the whole, a greater than 50% mastery rate was generally evident.
3()-27-
_TABLE IX
English Reading Achievement
Significance of Mean Total Raw Score Difference BetweenInitial and Final Test Scores in English Reac,ing Achievement of Students
with Full Instructional Treatment on the Stanford Achievement Test(Total Reading), Primary Leve III.
Grade N
Pre-Test Post-TestMean
DifferenceCorr.
Pre /post t P ESStandard
Mean Deviation MeanStandardDeviation
9 32 45.8 24.4 63.4 23.9 17.6 .84 7.36 .001 1.30
10 28 60.P 22.3 69.7 21.2 8.9 .81 3.50 .005 .66
11 10 69.7 12.5 79.4 13.5 9.7 .89 5.00 .001 1.58
12 15 77.0 14.7 85.7 14.8 8.7 .78 3.46 .005 .89
Table IX presents achievement data for students on the SAT (Total
Reading), Primary Level III. All grade groups demonstrated raw score gains
which were highly significant statistically at the .005 level of significance
and beyond. The pre-test mean ranged from 45.8 (grade 9) to 77.0 (grade 12),
and post-test means ranged from 63.4 (grade 9) to 85.7 (grade 12). The
pre-test and post-test means show an increase with grade level. Mean
differences (post-test - pre-test) ranged from 8.7 point (grade 12) t3
17.6 (grade 9). When these gains are standardized with a common within
group standard deviation, two gains range from moderate educational
significance in grade 10 (ES = .66) to large educational significance in
grades 9, 10 and 12. The practical significance of the gains are especially
high for grades 9 and 11.
-28- 3 1,
TABLE X
Native Language Reading Achievement
Significance of Mean Total Raw Score Differences Between Initial and
Final Test Scores in Native Language Reading Achievement of Students with
Full Instructional Treatment on the SRA Test de Lecture (Total Reading),
Level II.
Grade N
Pre-Test
-----ffindardMean Deviation
Post-TestMean
Difference
Corr.
Pre/post t P ESStandard
Mean Deviation
9 20 69.0 23.3 78.7 25.0 9.7 .89 2.60' .01 .58
10 20 84.1 14.1 93.2 11.6 7.9 .95 1.93 .05 .43
11 10 75.3 14.2 87.9 13.4 12.6 .78 4.33 .005 1.37
12 11 86.0 14.8 93.3 10.0 7.3 .79 9 61 .025 .78
Table X presents achievement data for French speaking students on the
SRA Test de Lecture (Total Reading), Level II. Ninth grade students made a
raw score gain of 10 points, a difference statistically significant beyond
the .01 level of significance. The gain was judged to be of moderate educational
significance.
Tenth grachrs increased in raw score by 8 points from pre- to post-testing.
This gain was statisticallysignificant beyond the .05 level of significance,
and was Judged to be of small to moderate educational significance.
Eleventh graders made a gain of 13 raw score points which was highly
statistically significant. The post-test mean was greater than 1 full
standard deviation above the mean at pre-test, a difference of very large
educational significance.
Twelfth graders increased in raw score achievement by approximately 7
points. This gain was statistically significant beyond the .025 level of
TABLE X
(67171117a)
significance. The effect size of .78 standard deviation units was judged
to be of high educational significance.
Thus, students at all grade levels showed achievement gains in the
reading of their native language at greater than chance levels, large
enough to be considered of educational meaningfulness.
TABLE XI
Mathematics Performance
Number and Percent of Students Passing Teacher-Made Examinations in Mathematics
FALL 1979 SPRING 1980Number Percent N75er Percent
Grade N Passing Passing N Passing Passing
9 38 22 58% 42 23. 55%
10 33 21 64% 27 13 48%
II.. 9 7 78% 8 3 38%
12 8 6 75% 6 55 83% os
In the Fall term, the percentage.of students passing teacher made
examinations in mathemat4cs ranged from 58% in grade 9 to 78% in grade II.
In Spring, the percent mastering the curriculum ranged from 38% in grade 11
to 83% in grades 12.
TABLE XII
Science Performance
Number and Percent of Students Passing Teacher-Made Examinations in Science
Grade N
FALL 1979
NumberPassing
PercentPassing N
SPRING 1980PercentPassing
Number
Passing
9 el 22 54% 39 26 67%
10 '31 28 90% 37 27 73%
11 14 11 79% 13 7 54%
12 12 8 67% 12 7 58%
In the Fall term, the percentage-of students passing teacher made
examinations in science ranged from 54% in grade 9 to 90% in grade 10.
In Spring, the percent mastering the curriculum ranged from 54% in grade
11 to 73% in grade 10.
TABLE XIII
Social Studies Performance
Number and Percent of Student Passing Teacher-Made Examinations in Social Studies
FALL 1979 SPRING 1980176-119er Percent M75ler Percent
Grade N Passing Passing N Passing Passing
9 36 20 56% :10 19 63%
10 29 23 79% 26 24 92%
11 13 9 69% 12 11 92%
12 3 1 33% 1 1 100%
In the Fall term, the percentage-of students passing teacher made
examinations in social studies ranged from 33% in grade 12 to 79% in grade
10. In Spring, the percent mastering the curriculum ranged from 63% in
grade 9 to 100% in grade 12.
TABLE XIV
Native Language Arts Performance
Number and Percent of Students Passing Teacher-Made Examinations in Native Language Arts
FALL 1979 SPRING 1980
Grade N
umberPassing
PercentPassing N
1111iiNT.Passing
PercentPassing
9 32 25 78% 46 38 83%
10 23 18 78% 34 29 85%
11 11 9 82% 12 9 75%
12 12 12 100% 9 6 67%
In the Fall term, the percentage of students passing teacher made
examinations in native language arts ranged from 78% in grades 9 and 10
to 100% in grade 12. In Spring, the percent mastering the curriculum ranged
from 67% in grade 12 to 85% in grade 10.
TABLE XV
Attendance Rates
Number and Percent of Students Surpassing the General School Attendance Rate,Reporting the Program .ttendance Rate and Standard Deviation
GradeNu. OfStudents
AverageAttendance
StandardDeviation
Numberlemming Rate
% ExceedingSchool Rate
9 47 94.3% 7.2 47 100%
10 40 92.0% 12.5 37 93%
11 18 88.5% 15.9 16 100%
12 23 93.4% 9.4 22 100%
The average attendance rates for program students ranged from 88.5%
(grade 11) to 94.3% (grade 91. The.stated evaluation objective, that
students would exceed the schoolwide rate, was overwhelmingly achieved.
The 10th grade students met this criterion 93% of the time while all
students in grades 9, 11 and 12 exceeded the schoolwide rate.
V. CONCLUSIONS AND RECOMMENDATIONS
The outstanding feature of the bilingual program at George Wingate
is the enthusiasm and dedication of its staff. It was evident in classes
observed that teachers relate well with their students, and strive to pre-
pare lessons that are conducive to student growth. Another area of par-
ticular program strength is curriculum development in French, especially
in social studies. The quality of these materials as observed by the
evaluator is another indicator of a commitment to improving the instruc-
tional process. Finally, the willingness of staff members to counsel and
help students is evidenced by the numbers of students who come to the
Bilingual Office each day seeking extra help, advice, encouragement, and
solutions to problems.
On the other hand, the program has experienced difficulties in
some areas, including a conflict oter the amount of ESL instruction to be
offered, and a lack of parental participation, not an unusual charqter-
istic of Haitian immigrant families. Given the numbers of students
arriving at Wingate who are monolingual in Creole, there is a need for
more materials in that language. The lack of a bilingual counselor has
also been noted as a need to be addressed. Lastly, it appears that articu-
lation should be strengthened between the Bilingual Program and other
departments within the total school structure, and steps should be taken to
improve the general school staff attitude toward the bilingual program.
In response to the needs identified above, the evaluator offers
the following recommendations:
Recommendations
1. The Project Director and the tchool administrators should consider
planning a series of school-wide staff meetings devoted to orienting all
teachers to the bilingual program's structure and goals, the historical
and cultural background of Haitian students, the Wingate Haitian community,
and the kinds of pressures experienced by these students in their new
environment.
2. The Project Director and the Guidance Department should meet to share
information, discuss mutual concerns, and clearly outline their responsi-
bilities to each other as they work with Haitian students. The addition of
a Haitian bilingual counselor should help to resolve some of the problems
involved in guidance.
3. The Bilingual Program, the Guidance Department, and the school adminis-
tration may wish to explore the possibility of creating a group counseling
program on a regularly scheduled basis for new entrants. The addition of a
bilingual counselor would be an excellent opportunity to begin developing
and implementing a group counseling experience for all incoming students.
These sessions might discuss life in the U.S., customs, conduct in the
school and community, and acquaint students with teaching methods and teacher
expectations. They might also provide the students with an arena to express
and talk out their feelings, concerns, problems, and to seek answers to
questions about the situations they have observed. These efforts might
assist students in making a smoother adjustment to their new environment,
and perhaps improve some of the behavior problems.
4. It is recommended that the bilingual staff strive to resolve the con-
troversy over ESL. It would appear that there has been disagreement within
the program as to the amount of ESL to which students should be exposed.
This has been to some extent reflective of disagreements in the wider com-
munity beyond the'bilingual program itself. It is to be hoped that the
program staff will, along with parents and students, seek to clarify the
issues involved and find a method to arrive at consensus.
5. There seems to be a need for more ongoing and coordinated efforts to
communicate with parents and elicit their direct input into the program.
An organized community relations program could be implemented involving
the school administration, the project director, and the bilingual teachers.
A program may be planned and taken to community groups for the purpose of
explaining the educational program, answering questions, and encouraging
parental involvement with the school. This effort should be on-going so
that community and parent relations are not only the domain of a few
individuals, but represent parental input as well.
6. Preparation of curriculum materials would be greatly enhanced if there
were increased coordination among the bilingual office staff, the content
area teachers, and their respective department heads. Coordination of
effort would eliminate the danger Of talented bilingual staff members
preparing materials in a vacuum. The tremendoui need for materials in Creole
is also recognized.
7. The Project Director and the School Librarian may wish to work together
to expand the number of materials in French and Creole in the library for
use by the students.
8. The administration is urged to provide the Title VII Program with a
trilingual (French/English/Creole) secretary to assist with clerical duties
and the proofing and typing of instructional materials for duplication.
9. Recognizing the talents of members of the bilingual office staff in
developing materials and working with students and teachers, the adminis-
stration is urged to deploy staff whose responsibility is curriculum
developing in such a way' that they will be able to devote increased time to
the creation of materials.
10. The Project Director, the content area chairpersons, and teachers should
work on the formalization of a policy of language use in the bilingual con-
tent area classes that is systematic and consistent. Such a policy would
clearly aid students in their language acquisition and development. For ex-
ample the teacher could introduce material in Creole and allow students
to ask questions in that language. Once the students understand, the
material could then be reviewed in English. If text materials are in
French, the language discussion could be in French, followed by clari-
fication in Creole, and review in English. Whatever the cowhination of
languages, it is essential to approach their use in the lesson from an
organized and systematic point of view, or confusion may result and
student language development may be retarded.
-39-
v
VI. APPENDICES
-40-
CI
APPENDIX A
GENERAL SCIENCE I
h2BILINGUAL-GENERAL SCIENCE I UNIT 2 - SOUND
7me Lecon: Activites (suite)
6. Les sifflets pour les chiens ne sont pas faitspour 'etre entendus par des personnes car ils
sont:a) infrasoniques b) ultrasoniques
c) supersoniques d) subsoniques
7. L'ireille humaine n'entend plus devibrations par seconde.a) 20 b) 200c) 2.000 d) 20.000
II. Completer les exercices suivants.
51
1. Sur le,dessin ci-deasus, indiquer les
parties differentes de l'oreille d'apresla liste ci-dessous.
l'oreille externel'oreille internel'oreille moyennele conduit acoustique
-7.3-
le limalonla trompe d'Eustachele tympanles osselets
Lesson 7: Activities (continued)
6. Dog whistles are not made to be heard bypeople because they are:
a) infrasonic b) ultrasonicc) supersonic c) subsonic
7. -he human ear camot hear above
vibrations per second.a) 20 b) 200c) 2,000 d) 20,000
II. Completi the following exercises.
1. On the drawing above write in the variousparts of the ear as listed below.
outer earinner earmiddle earear canal
-7.3-
cochleaEustachian tubeear drumthree small bones
rilL1NGUAL-GOERAL SCIENCE
Lecon: Activitas
....m.im..dwbIwpmqwmrommft
I. Combien d' instruments connaissez-vous?
1. tcrire le nom de l' instrumentless in qui le reprsente:
la harpeIn hasse
le violonle trombone)1e saxophonele tuba
les cvmbnlesle tambourla clarinettele hautboisla trompettela timbale
au-dessous du
UNIT 2 - SOUND
Lesson 11: Activities
I. now many instromonts do you know?
1. Label each picture by the name of theinstrument:
harpbass
violin
trombonesaxophonetuba
cymbalssnare drumclarinetoboetrumPetkettle drum"'
silffinoraftto.
H.
5,- 11.2 -
RILINGUAL-CENEkAL SCIENCE I
Leon: Activit4s (suite)
2. Construire un simple violon.
Pour fabriquer l'archet:a) Prendre un cintre vatement en bois (Haiti:
cerceau). eftlemeole-m4qmge. Enlever inbaton infi4rieur.
b) 4ttacher trots ou nuatre cordes en nylonentre les bouts. Setrez-les.1.44 ttkea..
Pour fabriquer le violona) Couper un trou dans lr couvercle d'une
boite i cieareS
h) Ensuite assembler des mathiaux come ceuxclans le dessin: une bande en bola 1/4 pouced'6paisseur: nuatre Petits Pitons; des corder'une bande en hots 12 pouce x 2 pouce x1/2 pouce cloui au couvercle; 4 vis a tateronde de 1/4 pouce.
7-1140.4
PITT 2 - SOtND
Lesson 11: Activities (continued)
-- 11.6
2. Beild a simple violin.
lakinn the bowa) Remove the bottom stick from a wooden
clothes hanger.
h) Tie three or four nylon strips betweenthe ends. lake them tight.
Making the riddlea) rut a hole in the cover of the cinar box.
h) Assemble materials as shown in thediaeram. Fourrull
44.dwahwilmms
Adapted from Pathways, Physics, P.63
11 A
Stings
Wood WO 12" X 1"netted 10 cow
ra)
APPENDIX B
AMERICAN STUDIES I
GEORGE WINGATE plaR SCHOOL BILIMAL/BMULTURAT, MOAN. SrinR 19V
Le commerce. entire l'Angleterre et les treize colonies
5.] L'Angleterre.profitait iaormement dee colonies amiiicaines qui prospe'raientrapidement. Pour controler l'irconomie des colonies, l'Angleterre avait adorte
.un systeme economique trig populaire en Europe appel le mercantilisme. CeSysteme permettait A la mkropole de balance': son 4Conomie, en vendant aux coloniesbeaucoup plus qu'elle n'en achetalt. Les colonies vendaient leers matierespremieres a l'Angleterre et, en retour, eAles-ci etaient obligies de racheter lesproduits de manufacture anglais.
121 Avec les richesses qu'elle avait accumulees, et les profits exorbitants quiveneient des impats sur la navigation et sir !es matieres premieres, l'Aneleterreavait ainsi pu divelopper ea marine de guerre ainsi que sa marine marchande.
ci] A part les matiares premiires, l'Angleterre recevait des produits tonnele tabac, l'indigo, le cotton, les fourrures qu'elle ne produissit pas. Les
produits ne pouvaient etre vendus a un prix tres bas quqi l'Angleterre quipermettait oax colonies d'avoir une marine marchande non pas was restriction.Armi ces restrictions:
L1J a) lea Lois sur la Navigation (Navigation Acts) quiexigealent que1-le commeme avec les colonies wit effectu4
sur des navires, qui etaient elquipe.s, et pilote's
par des anglals.
2-certains produits cone le tabac, le sucre, lecoton, l'indigo, le riz et is laine ne pouvaienttitre veadus l'Angleterre.
Lorsque les colons ,basayaient de fabriquer des produits dans les colonies
eta it interdit de les exporter. Les lois sur la laine (Wool Act) en 1699 et ourle chapeau (Rat Act) en 1732 crellent encore des problimes pour la manufacture
Accablerpar les lois et les impSts britanniques, les colons 4talentforces de favoriser la contreband afin d'assurer unmeilleur prix pour leursproduits.
L'Angleterre autorisait aux colons de construire des fabriques qui nenuisaient, en aucune facon, aux Rrandes industries anglaises. Les petitesindustries coloniales ere...tient du travail pour certains colons, mats ne
subvenaient pas aux besoins cruclaux des colonies.
Les lois anglaises en atruisant l'industrie coloniale a l'aide des imPbreet des restrictions etageres, out permis a l'Angleterre de s'enrichir. Mais,
avec le temps, lee colons ontvoulu revendiquer lours droits et rrofiter beaucoup
plus de leer labeur.
1. Qu'est-ce cue le Mercantiliame ?
7. Qui profitnit du Mercantilisme?
3. Comment l'Angleterre enriehle?
4. Pourquoi l'Angleterre avait-elle impos des restrictions sur la
navigation?5. Pourquoi l'Angleterre ne vr41.11:-elle pas que les colonies aient de
grandes industries?
.
APPENDIX C
SAMPLE LETTER TO PARENTS
RoARO oM EDUCATION ciry or NEW YORK
GEORGE W. WINGATE HIGH SCHOOLKINGSTON AvgNLIK AND WINTHROP STRUT
BROOKLYN. New YORK 11203
OR. ROBERT I SCHAIN. PoloNCtriAL
it 14 mai 1980
YKLEPHONC: 467.7400
Cher Parente Haltiens;
Le Departement.Bilingue de C.W. Wingate High .Schoolinvite les parents hottiens et lee membres de lacommunsute haitienne en general, A une importanceconference coneernant les elAvas bilingues.
Cetta conference aura lieu A G.W. Wingate High School,is vendredi 23 mai, 1980, A 7.30 p.m.
A cette occasion, lee problemes suivants seront discutest
1. Importance du programme bilingue pour lesetudiants haltiens.
2. La question du budget.3. Participation et role des parents.4. Election d'un Comite de Parents.
Des rafraiehissaments serent servia.
En esperant de vous rencontrer en grand nombre, nousvous presentons nos salutations distingules.
OidatoL4,4G. AdamovichProject DirectorBilingual Program
GI I
APPENDIX D
SCHEDULE OF WORKSHOP SESSIONS
WINGATE TEACHER TRAINING INSTITUTEGeorge W. Wingate High SchoolDr. Robert L. Saban, Principal
WINGATE BILINGUAL STUDIESGeorge Adamovich, Project Director
SCHEDULE 017 WORKSHOP SESSIONS
Session 1, OctoberObjectives: 1.
11, 1979To learn the baste requirement* of bilingualeducation.
2. To learn how the Office of Bilingual *duos'titan monitors and provides technical assist«anee for bilingual programs in our schools,.
Session I/, October 18, 1979Objectives: 1. To learn how bilingual personnel are selected.\
2. To learn requirementa and job possibilitiesfor bilingual licensees in bilingual andsminstream teaching positions.
Session III, October 25, 1979Objective: 1. To develop expertise in preparing (survival:am
materials for:bilingual students.
Session IV, November 1, 1979 .
Objective: 1. To learn methods of improving the image ofbilingual programs in cur schools.
Session V-VI, November 15 and November 29, 1979Objectives: 1. To improve techniques of instruction
for the bilingual classroom.2. To view video taped bilingual lessons for
discussion and evaluation.3. To develop expertise in preparing audio-
visual materials for bilingual WWII,
Session VII, December 6, 1979Objective: 1. TO learn methods of involving students and
parents in bilingual education programs.
Session VIII, December 13, 1979Objeetives: 1. To evaluate the Bilingual Workshop Sessions.
2. To outline areas of implementation.
WPENOIX E
BILINGUAL PROGRAM MAGAZINE
Kaye Is published by the students of theU.S.O.E. TITLE VII - BILINGUAL ?Roans
ofGEORGE W. WINGATE HIGH SCHOOL
600 Nineston Avenue, Brooklyn, NY 11203
E;
GUMMI W. VINGATE MGR SGNOOL
INTIGNATID BILINGUAL GUINN DUCAT MS PitOCItill
November 28, 1979
A
Volume I, No. 3
Cahier du Departement desEtudes Billngues
de Wingate High School.
a. AA." soitAtioAkceipi
Sgmys. diachteirivo, 4~14.
fi;)
Pobie
0,o, Laud* you toyou mo pi pitileap tipSt6 tout tali
S pi ki soti el frill
teo bench mu.1oute ak sans 11
you mouin out ou.Cad& tit peg Is
It kaftp6 rou rad
you -1 di chdri souls :Ionia ou.
Li lumpy** *au boy Way bo
islet la.Noun -n rata Longa ou rim's.
Li konpran Wi chew.,* ak bal
Waimea 11-aprat fa yo rinmio-1; it trospl-1.
L I tonpronsseha chelha-lt-e
prat f6 yo tinnts-1; ii pa If
dan -n.linmin s& you lot baggy..* pas
bat fist,Rimmin a6 pa eksijans,ekstjana 64 inr6:1.
Rinmin pal 16 lanmou.
Lanmou *6 p160.44 kn.
£ koti ne sin -s'
C.46 mdneha, ou ouf tout es
mouin di ou isou pako jsn-s kunpmn.Ou byin out .6 ri6k6 cua-p
mach* tiaka.
.111...
Koricsnor* Berger
ILLUSION O'UN CONDAHIII
Ah, at je pouvals *iv:* scut dans
un sonde diffirenr,paup16 de flours er d'animaux,
neon coeur ne sersir plus una joie
treachante.
Si je pouvats m'endorml: %cumin,
berc6 par is susique a l'ombre
des feuiliages,mon coeur ne corals plus une cos-
code de flews.
Ah, at je tourals onfin .nrti: de
Bette prison gouvernOte par un
Indiana,
men co,ur te strait plus 'Asada
par un flat de lar%.0.
51 je pouvatu retourner en arri-
are, sachets: tout*, sea routes,
of je pouvais 'lucre ma ;cos-
staceta dana trite eau hatch*
qui puriffe le corps, et
efface Is halos,
son coeur me secuic plum 0000
dans l'obseugta.
Mix Solomon
CIA&EktE thatigititt
Pero; dous pa soots son.Saying s soft word islet oo hard
as having to eltsb over a moun-
tain.
Dome* parole eicoiche pas
Longue.Soft lords don't acoich the
tongue.
Jorosou pa denote *albs*.Pumpkins cannot produce squashes.
Tel pare, tai file.Like father, like son.
10
South unlit tout maoj6, 11 pa
pall tout pawl:A south sate any food bet doe*not say eve:Fhb's.
Chet ki rhos,' Ian 410 cho pi dio
fret.A cat burnt is hot wow foamcold muter.
Chat deb/Judd *Taint l'eau froide.
A acaided cat dceads cold water.
-- Page II
to Citadelle de Christophe, ourto sonnet ou Bonnet-i-l'iviqueest )'oeuvre Wide du Rol HenriChriatophe. Elle (mit Pednira-clot' dm taus les visiteurs.
IND1ENS AVANT LA DECOUVERTE
SACESSE HAITIENIC (suite/
Tout. verit/ n'tet pen bonnedire.
All truths are not fit to betold.
filchoel/e Augusts
Researcher TrainerRasionel Silingpl TrainingResource Cent^r
11
4
PETI TESRECETTE
liCirrili CROQUK-11066I6Vi
II louts du pain at trenches,du !oeuvre, du janbon, du trals..
?apical/on:Retorter las trenches de psis,
pule y news uas trench* dm Jar-boe at une de homage. rlise as
deux, ettacher Mee du ft:, pulefrit* dens de Phone. Aprio/ma cadaver filc, at servir
chaud.Rcberte Chariot
Qum you. taus, vous pouvies airsdens le droit chenda, tele am
(sit pee de clouts. deolemeat, 11
foot acceptor lee sacrifice' ad-cesseires, recourir souvent Il'aide des sutras. is routs du
suedes set difficile, *ale qul-tongue, seine de courage, pcutl'espruarv. pour etteindre le but
qu'il seat fist. 'lour tout,
you. it pouves. a you. suffit dm
he vouloir, dc 'whinier von iner-tias et sustout de i.iire preuve
de courage.
Sonny Ser.& hien-Aisl
V
keys littutiat1 PEEL LIKE All OUTSIDER
For more than fourteenyears I lived in a placethat I loved placewhere I was my na-tive land. In spite ofits rusticity and its ter-ror, I felt comfortable inHaiti.
But later, I had to saygoodbye to that land, wherepoverty even afflicts themiddle class. Finding myway in a foreign land, Itried not to be moody, butI couldn't atop my feel-ings; they were too strong.In spite of all that Iround in the outside worldc-tre than I ever imagined,I still feel like a strang-er. I isolate myself with-out knowing why. I have ahouse to live in, but Ifeel homelefta. My heartis sick; 1 can't treat itwithout Haiti.
How that I realise thatnothing can change thesefeelinra, I will go tovisit Haiti, my nativeland, which may he3p merecover from my nostalgia.
Jacques Darius
KAYElaranni, al pe ak baggy nou
koa-n all Ilkol-le Ulnas ki r&-16 "Kayi." Cin ou lot bogey enkoki dekri plsonalitl sou yo r616"Isyl."
rouki at yo bat non me-m 66peski nou jouin le den-lide illy
yo non plisli lang. Cris a ""lay4",.mapil &Jay Impel, devlopi
intelljeas yo 6 lay& bay.xout
as yo ginyin ki boa Imo tit yo;
week sa, yo vi-nsouln &goyim. Ponou oul tou Tie "Kaiy&" pe xite
long maniac nou-sa en-t perian-
ths, 11i be sou oun chaos pounou optimaHicannl, nou jouin &relit& iro-
gran blIlag-le sulk tou-t kola-
horst& 11 yo ki site tit apemanpou yo 6d6 nou d&vlope elvo nounpouicl as shear*, aou pe vll bay
Wielpesion tout rou nou di
direkti-e nisi sulk koleborsti
11 yo. As nou Maori vii al bay
yo ou tout min ten "Kay6". Ss
ki pe te ko jean patielp6, vet
el bay non nou lam program Wing-1s.
rou flat, nouln condole kokabo-rati sm-yo I mule *spire. K. lenprochin volts -lan, email lot Icon-pattriyot a dedyd petimipl, al to
you pe toujou. re rite chitsnArunni.
Marfe-Flore Berger
4